Abstract: The main purpose of the study was to determine whether students- interpretation achievement differed with the use of various multimedia presentation types. Four groups of students, text only (T), audio only (A), text and audio (TA), text and image (TI), were arranged and they were presented the same story via different types of multimedia presentations. Inference achievement was measured by a critical thinking inference test. Higher mean scores for the TA group compared to the other three groups were found. Also when compared pairwise, interpretation achievement of the TA group differed significantly from scores of the T and TI groups. These differences were interpreted with the increased cognitive load. Increased cognitive load for the TA group may have invited students to put more effort into comprehending the text, thus resulting in better test scores. Findings of the study can be seen as a sign of the importance of learning situations and learning outcomes in multimedia-supported learning environments and may have practical benefits for instructional designers.
Abstract: A novel approach to speech coding using the hybrid architecture is presented. Advantages of parametric and perceptual coding methods are utilized together in order to create a speech coding algorithm assuring better signal quality than in traditional CELP parametric codec. Two approaches are discussed. One is based on selection of voiced signal components that are encoded using parametric algorithm, unvoiced components that are encoded perceptually and transients that remain unencoded. The second approach uses perceptual encoding of the residual signal in CELP codec. The algorithm applied for precise transient selection is described. Signal quality achieved using the proposed hybrid codec is compared to quality of some standard speech codecs.